Scavenger Hunt

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SCAVENGER HUNT

CHALLENGE I
Search the Internet and supply the following facts and information
. Write your answers in the table below.

NUGGETS
ANSWER
LOCATION
VALUE: Sources/Author/Date Published/Sponsor/Copyright
Search Engine
Search Technique
1. Sometime in 1991, a chief scientist at the NIIT, named, started an experiment hole in a wall.
Sugata Mitra
Kalkaji, New Delhi, India
From a Business week Only Daily Briefing, March 2000 Edited by Paul Judge
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2. What does NIIT stands for?
National Institute of Information Technology
India
Rajendra S. Pawar
Vijay K. Thandani
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3. It was implemented at a slum area in New Delhi.
 On 26th January, Dr. Mitra's team carved a "hole in the wall" that separated the NIIT premises from the adjoining slum in Kalkaji, New Delhi. Through this hole, a freely accessible computer was put up for use. This computer proved to be an instant hit among the slum dwellers, especially the children. With no prior experience, the children learnt to use the computer on their own. Kalkaji, New Delhi, India © Hole-in-the-Wall Education Limited 2015
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4. His team carved a hole in the wall that separated NIIT campuses from slum areas. Why did they carve hole in the wall?
offers the world a surprisingly fresh perspective on the learning process. Breaking the traditional confines of a school, Hole-in-The-Wall Education Project (HiWEP) takes the Learning Station to the playground, employs a unique collaborative learning approach and encourages children to explore, learn and just enjoy!
Kalkaji, New Delhi, India
 © Hole-in-the-Wall Education Limited 2015
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5. What was the significant finding of the experiment?
 The results, which have been uniformly encouraging, show that children learn to operate as well as play with the computer with minimum intervention. They picked up skills and tasks by constructing their own learning environment. Kalkaji, New Delhi India © Hole-in-the-Wall Education Limited 2015 Google Phrase Searching
6. What could be the implications of this finding to existing teaching practices especially those that are related with the use of ICT in learning?
 Teachers engage in when they are planning, teaching and evaluating their lessons and schemes of work. It identifies the range of types of knowledge that teachers need to have and use including knowledge of learners and their characteristics, pedagogical knowledge and curriculum knowledge including knowledge of resources. We have identified knowledge of affordances of ICT and decisions about their use as an addition to the pedagogical reasoning process when teachers are planning and teaching lessons that incorporate ICT use. ‘Affordance’ is used here as coined by Gibson (1979) as what the environment offers the organism and in this case what the learning environment offers the learner. Affordances depend on both the learning environment and the action capabilities of the learner. The nature of affordances in ICT-based learning environments will be discussed more extensively in a following paper. The addition of values and beliefs to Shulman’s model is particularly important for analysing pedagogy involving ICT because the effects of ICT use on teachers’ values and beliefs about the importance of ICT for learning have been shown to be very important  4 Webb TPED 13_3.doc Google Phrase Searching


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